Good Morning! Elementary Math Liaison Meeting January 31, 2011

1. Good Morning!Elementary Math Liaison Meeting January 31, 2011 *Please sign-in *Take any handouts at the back table. *Sit with your feeder group (if you have more than one, choose) and put a name tag on.

2. Introductions Me You *School *Title *Circumstances behind you being the math liaison

3. You Please share at your table *School *Title *Circumstances behind your role as math liaison

4. Welcome A few words

5. International Education Reports TIMSS- Trends in International Math and Science Studies PISA - Progams for International Student Assessment

6. “Changes” to the System The Teacher: *Rigorous training and deep understanding of math content *Know how children construct meaning of number *Intention of providing daily intervention and feedback each step

7. “Changes” to the System The Parents: *Consistent participation *Committed involvement *Deep rooted investment in child’s educational career from birth.

8. “Changes” to the System The District: *Child enters in kindergarten and continues through their feeder schools to 12th *All teachers invested to collaborate k-12 since interest in who’s coming.

9. Where are we as a group? Four Broad Phases Growth **Awareness Transition Implementation Transformation

10. Norms *Turn cell phones to vibrate *Participate *Honor others perspectives *Limit sidebar conversations *Honor the “Hand Up” signal to begin again *Take care of yourself

11. Objectives for today’s meeting Establish who we are as a group *Review District Goals *Best practice around Standards Implementation *Background knowledge of Common Core Adoption *Awareness of Common Core Standards **Understand the Standards for Mathematical Practice

12. Who are we as a group? Talk at your table about: 1. What roles and responsibilities do you believe Math Liaisons should have as math leaders for individual buildings and district. 2. Capture and record your conversation on the chart paper at your table. 3. Post the chart paper on the wall by your table.

14. District Goals(from CCSD District Performance Plan) http://www.ccsd.k12.co.us/Publications/ *Excellence & Equity- raising the academic achievement of all students, closing the gap between the highest- and lowest-performing students, and eliminating the predictability of achievement by race. *College and Post-Secondary Preparedness and Success- preparing students for success in college and other post-secondary options including vocational education, the military and the workforce.

15. Floyd Cobb (Smoky Hill) Data Summary *Is there a correlation between grades and Proficiency on CSAP? *Is there a correlation between what course a student takes and proficiency on CSAP? 9th/10th/11th data: If student is in grade level course; *1 in 4 chance they will be proficient or advanced on CSAP/ACT If they are enrolled in course above grade level; *4 in 5 chance they will be proficient or advanced on CSAP/ACT If enrolled in course below grade level; Averages to 0 chance of being proficient or advanced on CSAP/ACT Is this just a Smokey Hill Issue? Or District wide? Enrollment Issue?

17. Of students enrolled in above grade level courses, we cannot see a significant gap, or we see a reverse gap in achievement, so… Is this an achievement gap? or opportunity gap?

18. Reflect

19. Break

20. Math Myth Myth Reality Students learn by rememberingStudents construct meaning What they were taught.As they learn mathematics They use what they are taught To modify their prior beliefs And behavior, not simply to record what they are told.

21. Pretend you will have to convince them whether this number sentence is true or false.You may use descriptions of pictures, words, etc. to defend your position. 3 + 2 = 5 4 3 7 True or False?

22. Consider this # Sentence 345 + 576 = 342 + 574 + d

23. Article *Getting Curriculum Reform Right *Making Standards Work Thomas Guskey Choose the article you’d like to read. Please make sure both articles are covered at your table. Use the Four A’s protocol to discuss the articles at your table We’ll debrief as a large group.

24. Four A’s Protocol (Modified) **From the group reading Article #1, each person will choose one of the following points to discuss with the group. *What assumptions does the author of the text hold? *What do you agree with in the text? *What do you want to argue with the text? *What aspirations do you have that relate to the text? The rest of the group can now have discussion. Repeat for the group who read article #2

25. Common Core Background Approximate Dates: *April 2010- CDE asks district leaders to develop crosswalk documents between Draft of New Standards and Old *Spring2010-Colorado competes for Race to the Top Funds Round and loses. *June 2010-CDE approves adoption of New State Standards (The standards that never were) *Summer 2010 Colorado competes for 2nd round Race to the Top Funds and agrees to adopt national standards *August 2nd 2010-CDE Adopts Common Core Curriculum *December 2010- CDE release the merge of Common Core with New State Standards *January 2011- Cherry Creek will use the Common Core for aligning curriculum to standards for the present time.

26. Common Core What do you notice? Some things to note: *Vocabulary *Content deletion, addition or shift *Structure/organization of document

27. Common Core Cont. Locate the chart paper around the room labeled: Opinions about the Common Core Standards: Example- “I think the language is much more difficult than in the old standards document. And Factsabout the Common Core Example- The New Documents are organized by standard while the old were organized by grade level

28. Reflect Please organize all standards copies back by Old,New and Common Core. Thanks!

29. CDE AssessmentImplementation Timeline Spring 2011 - CSAP as usual Spring 2012 - CSAP transition assessment begins using only existing CSAP test items which align to the new standards January 2012 - Item development for new summative assessment begins Spring 2013 - CSAP transition assessment plus pilot of the new test items Spring 2014 - New Colorado Summative Assessment administered All new assessment system including: 3-11th grade Mathematics, Reading, Writing Science and Social Studies Assessed once in elementary, middle and high school Personal Financial Literacy expectations assessed in the Math summative Each local education provider shall adopt assessments for the subject areas that are not assessed by the state through the system of assessments adopted by the state board.

30. Thomas Guskey Effective Professional Development Begin with a clear focus on learning and the learners Engage in rigorous self-analysis Recognize change as an individual and organizational process. Ensure procedures are ongoing and professionally embedded. Work in Teams to maintain support! Use Available Resources. Include procedures for Feedback on results. Provide continued follow-up, support, and pressure Integrate/Align programs.

31. Thomas Guskey Cont. 4. Think Big, Start Small! Change is dynamic and large scale but implemented through a series of smaller steps. We must balance the urgency for Improvement with the need to validate effectiveness.

32. Plan for Action Stand and Deliver http://www.youtube.com/watch?v=1aD-hfcFt2w

33. Ganas Ganasis a group problem-solving process; an urban experiment committed to exploring applications of Feedback Learning From Wikipedia, the free encyclopedia The Desire…

34. Plan Of Action Take the planning and notes page back to your building and share with your staff. Plan to bring reflective feedback to our next meeting in May.

35. May Crosswalk Documents Feed back from schools Common Vocabulary Mathematical strands of proficient Proficiency/ elementary data Establish Timeline/sub-committees for Alignment Steps for dissemination

36. Stop